Neuroscientific interventions for dyslexia: red flags

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I’m often asked for my views about interventions for dyslexia and related disorders. In recent years there has been a proliferation of interventions offered on the web, many of which claim to treat the brain basis of dyslexia. In theory, this seems a great idea; rather than slogging away at teaching children to read, fix the underlying brain problem. If your child is struggling at school, it can be very tempting to try something that claims to re-organise or stimulate the brain. The problem, though, is sorting the wheat from the chaff. There’s no regulation of educational

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Pilot project on dyslexia stalls over cost

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A pilot project to provide early screening and intervention for children with risk factors for dyslexia apparently is another victim of the state’s gloomy fiscal condition.

The proposal to begin the pilot project in three Illinois school districts — to be determined by the State Board of Education — stalled in an Illinois House committee Thursday. The legislation, HB 4084, is sponsored by state Rep. Naomi Jakobsson, D-Urbana.

Jakobsson decided to leave the bill in the committee after several lawmakers expressed concerns about its undetermined cost.

The bill states that the project is “subject to appropriation,” meaning that it wouldn’t become effective until the cash-strapped state has the money to afford it.

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1500 free worksheets

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The American Dyslexia Association offers more than 1500 worksheets for free on its website. The worksheets follow the AFS-method, a very successful method to help children with dyslexia and dyscalculia. If a child has dyslexia or dyscalculia, it is not enough to work on the mistakes. The child also has to learn to be attentive all the time when reading, writing and calculating. Furthermore, it is important to train the child’s perception to improve reading, writing and calculating skills.

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The Dyslexic Advantage

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Over the holidays I have been reading, between wrapping packages, decorating the tree and visiting with friends and neighbors, the book, The Dyslexic Advantage:  Unlocking the Hidden Potential of the Dyslexic Brain,” by Brock L. Eide and Fernette F. Eide.  While reading this book I have yelled in enthusiasm, cried real tears, wondered what might have been, and have been sad and positive in the same moment.  It is a very positive book about dyslexia.  It’s about hope and opportunities for those that have this type of brain.  I’ll write more about this book in a future blog.  What i plan to write today is an individual’s background being a dyslexic–me.  Problems, hopes, techniques, the sadness of it all…

The earliest I remember being in school was in second grade in Harrison, New York.  I knew early on I was different–I had troubles with spelling words, with reading and in doing “my numbers.”  That’s all I remember of the class except that the female teacher was big.  Not fat, but a large grandmotherly type who was not friendly.  That’s what I remember.  I also remember wanting to do well.

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How does dyslexia contribute to your professional success?

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Three years ago I started contemplating this question after reading about a study finding that 35% of American entrepreneurs have dyslexia. The study suggested that some adults with dyslexia develop coping strategies that are useful in the business environment, such as the ability to delegate and build teams. We have all seen lists of famous dyslexics, usually presented as people who managed to beat the odds and overcome their condition. But I have come to believe that many of us thrive in our chosen fields because of our dyslexia, not in spite of it.

Since November 2009, a group of adults with dyslexia have met periodically to explore this idea, and to help each other achieve more professional success.  My experiences with theProfessionals with Dyslexia group, as well as conversations with other adults with dyslexia and dyslexia researchers show me that we really do have some advantages in the working world.

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On Detecting Dyslexia Before Starting School

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PROBLEM: Developmental dyslexia affects about half of children with a family history of this disorder and five to 17 percent of all kids. Since it responds to early intervention, is there a way to diagnose children who are at risk before or during kindergarten to head off academic and social difficulties?

METHODOLOGY: Children’s Hospital Boston researchers led by Nora Raschle performed functional MRI imaging in 36 preschool-age children who were about five years old while they performed phonological tasks requiring them to decide whether two words started with the same speech sound. Half of the the kids came from families with a history of dyslexia.

RESULTS: Children with a familial risk for dyslexia tended to have less metabolic activity in brain regions tied to processing language sounds than kids in the control groups. Those with high activation in these areas generally had better pre-reading skills, such as rhyming, knowing letters and letter sounds, knowing when two words start with the same sound, and being able to separate sounds within a word (like saying “cowboy” without the “cow”).

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